Session 1:

Create a blog entry entitled, "Watery Earth Lesson 2.1 - How I Use Water." Using bullets, list all the ways you use water for:

Drinking and Eating

Keeping Clean

Caring for Pets

Playing

Other

Here is an example, but please don't copy from it!Publish your post LIVE and look through others' posts. When you have read at least four other students' posts, answer these two questions at the end of your post above:

Find at least six photographs from Google Images that fit each category and drag them into each column. Make sure that you have the same number of images on both sides when you are done. You cannot search for "Natural Resources" or "Man-Made Resources" on Google; you must search for the items you want to put on each side individually.

Link the photo back to its source (to give credit). Do NOT turn on Lightbox.

Type a caption that describes the picture.

At the bottom of your blog post:

Write a definition for Man-Made Resources (in your own words) and Natural Resources.

Session 3:

Discuss how plants and animals need and use water. Use what you already know and what you learned from the SRB reading from Session 2.Assign each student an organism to research by having them sign up on our Google Spreadsheet (pull sticks). Create a blog entry entitled, "Watery Earth Lesson 2.3 - How _______ Use Water." Put your organism's name in the blank. Using the bulleted lists from Session 1's activity to:

Write a paragraph or more that describes how your organism needs and uses water. Write in expository style writing (just like our Human Body Research Paper). Here is an example.

Include at least one photo from Google Images that shows your organism. (Link to the source & Type in a caption.)

Below your paragraph, create a 3-column chart with the following titles: "Humans," "________" (Your Organism's Name in the blank), and "Both."List at least three ways your organism uses or needs water that is different from humans in the proper columns.List at least three ways your organism and humans use or need water similarly in the "Both" column.Insert a "Title" element above the columns entitled, "How Humans and __________ Use and Need Water."As a final reflection, answer the following questions under your 3-Column Chart: 1. Why is water considered a "Natural Resource?" 2. How is water essential (required) to our survival and the survival of all living things?

Session 4:

Finally, find out how important water is to various scientists. Of course, they use water like you and I do, but they also rely on water as part of their daily routine at work. How do the following scientists use water at work? What role does water play for each scientist?

Zoologists

Chemists

Geologists

Meteorologists

Botanists

Create a blog entry entitled, "Watery Earth Lesson 2.4 - How ________ Use Water" (using the Type of Scientist in the blank).Write about how one type of scientist uses water at work. Do this in paragraph form (Expository style). Here is an example.

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Watery Earth

In the Watery Earth Unit, students consider water resources on both a global and a local level. As they learn about the water cycle and the distribution of Earth’s water, students realize that although water is abundant and renewable, it must be protected because there is a limited amount of fresh, clean water available at any given time. This unit offers many opportunities for students to see the relevance and applications of science and technology in their own lives. More importantly, it encourages them to use this knowledge to positively impact water resources through their own choices and actions.

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